agenda Th/F Apr 27/8: read and respond

learning goal: which of the three main characters demands my strongest attention so far?  why this person–what is it about him or her that resounds in me to this extent?

 

intro 5′

read 50′

email 15′

read for 50 minutes; afterwards, open your laptop and reply directly to my email–by answering my question(s)

 

agenda W/Th Feb 1/2: read KR, email responses

learning goal: how do your first impressions of Amir compare to your current thoughts?

time to read (45′)

time to email your ideas (20′)

agenda Th/F Jan 26/7: read in KR (week’s goal is page 213)

learning goal: what if anything has happened to your impressions since your last email to Mr. Brown?

time to read towards this week’s goal of page 213

more individual writing conferences, as time allows

in last 10′ of class, respond to Mr. Brown’s most recent email–sent during the start of today’s class  (respond directly to his email, in order to preserve the ongoing exchange with him)

due W/Th Jan 18/19: read KR through ch. 4, send email before class

Before this W/Th class, in BODY of an email to bill.brown@hies.org (subject: KR Journal), paste your KW entry from last class, and add your first impressions of the novel so far–i.e., through the end of chapter 4.

agenda Thu/Fri Dec.1/2: the gift of reading, and of questions

learning goal: How can initial questions raised in a story work to the story’s advantage in the long run?  When reading a story, what kinds of uncertainty fuel you, or frustrate you?

the gift of time (to read as far into Act Two as you thoughtfully can)

Which of your initial questions have (a) been answered (b) grown more complicated or (c) remained?  What do the conditions of your questions suggest about the central conflicts of the play?

agenda Tues Jan 27: empathy and THE KITE RUNNER

learning goal: with which character have I felt the strongest empathy?  Why this character?

KR email instructions–supplied and returned

with time remaining, read on towards next Tuesday’s goal of finishing the novel

agenda Tues Jan 20: the novel’s development (The Kite Runner)

learning goal: how has the topic of my initial interest in the novel developed?

KR Email Chain: send new email with response to assigned questions (topic TBA)

return response sheet and resume reading towards this week’s goal (242)

agenda Tues Jan 13: reading day

learning goal: to understand purpose and instructions for “KR email chain”

 

details TBA in class

 

count on 40 solid minutes of reading time

agenda Fri Oct 31: reactions to acting

learning goal: same as last class

email exercise: TBA

film version of LM’s entrance

agenda Fri Sept 19: Poetry Friday.paraphrase and summary

learning goal: what is the difference between a paraphrase and summary?

After reviewing last week’s article about young tobacco workers in North Carolina (see last Friday’s agenda), email to bill.brown@hies.org a 3-5-sentence original summary of the article.  Follow this summary with a 1-2-sentence personal response.  In other words, how does the article make you feel?  What thoughts remain with you after reading this article?  Please use “NC article summary” in the subject heading of your email.  Thank you.

With any time left, you can start brainstorming on a poem for next Friday, or research child laborers in other parts of the world.

Next Friday, you will work on an original poem in the voice of a child laborer somewhere in the current world.  That voice need not come from the girl featured in the NYTimes article about NC tobacco farms, but it could.